CORE WELDING:
Situationl factors:
Course description: This course is designed to introduce students to accepted industrial welding practices and weld shop and job site safety.
The challenges of instruction are dynamic, you never know what to expect day to day.
Economic factors and how the students are effected.
Expectations from external groups:
The expectations from industry are for certified personel that can work safely in an industrial environment.
To employ graduates as professionl level employees.
Nature of the subject:
The course covers basic welding techniques with SMAW process.
Electrical theory is part of the requirements to achieve the desired level of sucess.
Hands on practice in the weld shop.
Characteristics of learners:
The number of students varies from 8 to 24 plus some welding upgrades.
The students range from 17 to 64 and are at various skill levels when they enter the degree program.
Many of the students are worker retrainers.
Most of the students would like to have a career in the welding field.
Characteristics of the instructor:
The instructor has been in the field taught for 30 years including all aspects of the trade.
First instructed as an adjunct in 98-2000 at btc.
Full time on third year.
Enjoys the interaction with the students and tries to inspire them.
Special pedagogical challenge:
Due to the fact that welding is a psychomotor ( hand eye coordination) skill as well as a theoretical subject it is very challenging.
Even the best academic student may not be able to achieve the level of competence in the welding that is required by code
.Foundational knowledge:
Students need to have and retain a basic understanding of electrical theory to really be competent in the field.
Proper electrode manipulation to achieve the desired results.
The relationship between heat and distortion in weldments and how to minimize its effects through proper weld joint design
Integration:
The students need to practice before they can expect to be sucessful.
.How to work safely at all times.
Work as a team to achieve a common goal when doing group projects.
Human dimension:
Students realize that they can do this
Self esteem, recognition from thier peers for doing a great job.
The instructor was a rookie too a long time ago.
Caring:
Taking care of equipment and minimizing waste.
Caring more for others point of view.
You are not the only one in this program, care for other peoples time.
Learning how to learn:
Set goals and stick to the program.
The best way to learn is to be ontime and on task,
The one thing that cannot be taught except through being fired and without income is work ethic.
Learn to smile more, it makes the whole world brighter
Assignment #3
Feedback and assessment
Forward looking assessment
After being trained in the fundamentals of the welding process, The student will set up and run a weld stringer bead using a basic arc welding machine. The bead will then be critiqued using the AWS D1.1, acceptable weld bead profile.
Criteria and standards
Make a weld bead that conforms to industry standards.
5) Can successfully set up the welding power supply and make an acceptable bead.
4) Successfully sets up power supply but bead unacceptable.
3) Has difficulty setting up power supply and bead is unacceptable.
2) Needs help setting up power supply and weld bead unacceptable.
1) Cant set up machine without help and cant make acceptable weld bead.
Self assessment
Students critique the welding per the AWS D1.1, acceptable weld bead profile.
Students can critique themselves or each other using a scoring rubric on welding discontinuities.
Fidelity feedback
Have students critique each others work and give a response as to acceptable or unacceptable per the grading rubric.
Instructor critiques the weld with the student in a one on one format.
The instructor has a discussion with the whole class about the project and makes suggestions as to ways for improving the quality of the welds.
Assignment #4 Teaching and learning activities 1) Experiences
Reading assignments
On line research.
Making a video about the subject.
Hands on experience.
2) Information and ideas
AWS D1.1, structural welding code.
AISC manual of steel construction
Textbook
Online research
3) Reflecting
Critique using the scoring rubric.
Group discussion.
One minute paper.
Assignment #5 Component parts integration:
Lesson: Making an industry acceptable weld.
Learning goals
Feedback & assessment procedures
Teaching and learning activities
1. Foundational knowledge:Develop a working knowledge of welding power supplies. Understand the numerology of welding electrodes .
1. Ice breaker to understand students background knowledge.2. Authentic assessment.3 Self assessment.4. Exam
1. Write a paper: 300 word essay on what student already knows about2. Class discussion: Tell us what you know. Muddiest point.3. Research: Individual and group research to better understand process.4 Practice: Set up and practice running welding machine.5.Evaluation: Critique weld per industry standard.6.Exam: Written exam and practical exam.7.Reflect: What went right, what needs further study or practice.
2. Application: Properly set up and use a SMAW welder to produce acceptable weld beads.
1. Ice breaker to understand students background knowledge.2. Authentic assessment.3 Self assessment.4. Exam
1. Class discussion: Explain to me the proper procedure for setting up this equipment.2.Quiz: Define / explain how each piece of the puzzle fits together.3.Demonstration: Group and individual demonstrations to help reinforce the learning.4.Practice: Do the set up and weld several times to help reinforce the learning.5. Evaluation: Critique the work per the applicable specification.6.Reflect: What went right, what could be done better.
3. Relationship: How does this material relate to other things already known.
1. Ice breaker to understand students background knowledge.2. Authentic assessment.3 Self assessment.4. Exam
1.Class discussion: What do we know about already.2 Quiz: What do we really know.3 presentation: The proper way to set up and perform the welding.4 Demonstration: Hands on individual and group demonstrations.5 Practice: Make adjustments whilepracticing to see what the results are of changing a variable on the welding process.6 Evaluation: Critique the work per the applicable specification.7. Reflect: What were the lessons learned by making changes? Were the changes pluses or minuses.
4. Social awareness:How will learning this skill or knowledgeaffect me or other people.
1. Multiple choice quiz on differentpersonalities to see if the student is cut out for this training.2. Essay on why a student chose this particular field.
1. Class discussion: What type of person does this?2.Group project: How does student work with others.3.Peer assesment: How did each member of the team contribute.4. Evaluation: How did the team work effect the grade5. Reflect: .What could be done to improve the team and personal skills to be a better team player.
5. Caring:Is this skill or knowledge worth learning and how can I interest students to learn more about this subject.
Poll on how many students are planning to persue this field Write an essay on the benefits of ways to improve oneself through knowledge of this subject.
1. Class discussion: By learning more about this subject and advancing in this field, what are the benefits to me and my family.2. Research: How far can one go in this field.3. Evaluation: How does caring or being passionate about a job or skill effect the quality of the life and the work.4.Reflect: What can I do to make the most of this opppurtunity.
6. Extended learning:Where can I find out more on this subject
1. Essay on the benefits of continuing to learn about this subject.2. Quiz: alternative sources for more information on this topic.
1. Class discussion: Where do I find indusry resources on this topic.2.Research: Go online and research topic.3.Reflect: Why it is important to keep abreast of the trends and technologies in this field.
Lesson: Making an industry acceptable weld.
Learning goals
Feedback & assessment procedures
Ting and learning activitieseach
1. Foundational knowledge: Develop a working knowledge of welding power supplies. Understand the numerology of welding electrodes .
1. Ice breaker to understand students background knowledge. 2. Authentic assessment. 3 Self assessment. 4. Exam
1. Write a paper: 300 word essay on what student already knows about 2. Class discussion: Tell us what you know. Muddiest point. 3. Research: Individual and group research to better understand process. 4 Practice: Set up and practice running welding machine. 5.Evaluation: Critique weld per industry standard. 6.Exam: Written exam and practical exam. 7.Reflect: What went right, what needs further study or practice.
2. Application: Properly set up and use a SMAW welder to produce acceptable weld beads.
1. Ice breaker to understand students background knowledge. 2. Authentic assessment. 3 Self assessment. 4. Exam
1. Class discussion: Explain to me the proper procedure for setting up this equipment. 2.Quiz: Define / explain how each piece of the puzzle fits together. 3.Demonstration: Group and individual demonstrations to help reinforce the learning. 4.Practice: Do the set up and weld several times to help reinforce the learning. 5. Evaluation: Critique the work per the applicable specification.6.Reflect: What went right, what could be done better.
3. Relationship: How does this material relate to other things already known.
1. Ice breaker to understand students background knowledge. 2. Authentic assessment. 3 Self assessment. 4. Exam
1.Class discussion: What do we know about already. 2 Quiz: What do we really know. 3 presentation: The proper way to set up and perform the welding. 4 Demonstration: Hands on individual and group demonstrations. 5 Practice: Make adjustments while practicing to see what the results are of changing a variable on the welding process. 6 Evaluation: Critique the work per the applicable specification. 7. Reflect: What were the lessons learned by making changes? Were the changes pluses or minuses.
4. Social awareness: How will learning this skill or knowledge affect me or other people.
1. why a student chose this particular field.Multiple choice quiz on different personalities to see if the student is cut out for this training. 2. Essay on
1. Class discussion: What type of person does this? 2. Group project: How does student work with others. 3. Peer assesment: How did each member of the team contribute. 4. Evaluation: How did the team work effect the grade 5. Reflect: . What could be done to improve the team and personal skills to be a better team player.
5. Caring: Is this skill or knowledge worth learning and how can I interest students to learn more about this subject.
Poll on how many students are planning to persue this field Write an essay on the benefits of ways to improve oneself through knowledge of this subject.
1. Class discussion: By learning more about this subject and advancing in this field, what are the benefits to me and my family. 2. Research: How far can one go in this field. 3. Evaluation: How does caring or being passionate about a job or skill effect the quality of the life and the work. 4.Reflect: What can I do to make the most of this opppurtunity.
6. Extended learning: Where can I find out more on this subject
1. Essay on the benefits of continuing to learn about this subject. 2. Quiz: alternative sources for more information on this topic.
1. Class discussion: Where do I find indusry resources on this topic. 2.Research: Go online and research topic. 3.Reflect: Why it is important to keep abreast of the trends and technologies in this field.
CORE WELDING:
Situationl factors:
Course description: This course is designed to introduce students to accepted industrial welding practices and weld shop and job site safety.
The challenges of instruction are dynamic, you never know what to expect day to day.
Economic factors and how the students are effected.
Expectations from external groups:
The expectations from industry are for certified personel that can work safely in an industrial environment.
To employ graduates as professionl level employees.
Nature of the subject:
The course covers basic welding techniques with SMAW process.
Electrical theory is part of the requirements to achieve the desired level of sucess.
Hands on practice in the weld shop.
Characteristics of learners:
The number of students varies from 8 to 24 plus some welding upgrades.
The students range from 17 to 64 and are at various skill levels when they enter the degree program.
Many of the students are worker retrainers.
Most of the students would like to have a career in the welding field.
Characteristics of the instructor:
The instructor has been in the field taught for 30 years including all aspects of the trade.
First instructed as an adjunct in 98-2000 at btc.
Full time on third year.
Enjoys the interaction with the students and tries to inspire them.
Special pedagogical challenge:
Due to the fact that welding is a psychomotor ( hand eye coordination) skill as well as a theoretical subject it is very challenging.
Even the best academic student may not be able to achieve the level of competence in the welding that is required by code
.Foundational knowledge:
Students need to have and retain a basic understanding of electrical theory to really be competent in the field.
Proper electrode manipulation to achieve the desired results.
The relationship between heat and distortion in weldments and how to minimize its effects through proper weld joint design
Integration:
The students need to practice before they can expect to be sucessful.
.How to work safely at all times.
Work as a team to achieve a common goal when doing group projects.
Human dimension:
Students realize that they can do this
Self esteem, recognition from thier peers for doing a great job.
The instructor was a rookie too a long time ago.
Caring:
Taking care of equipment and minimizing waste.
Caring more for others point of view.
You are not the only one in this program, care for other peoples time.
Learning how to learn:
Set goals and stick to the program.
The best way to learn is to be ontime and on task,
The one thing that cannot be taught except through being fired and without income is work ethic.
Learn to smile more, it makes the whole world brighter
Assignment #3
Feedback and assessment
Forward looking assessment
- After being trained in the fundamentals of the welding process, The student will set up and run a weld stringer bead using a basic arc welding machine. The bead will then be critiqued using the AWS D1.1, acceptable weld bead profile.
Criteria and standards- Make a weld bead that conforms to industry standards.
- 5) Can successfully set up the welding power supply and make an acceptable bead.
- 4) Successfully sets up power supply but bead unacceptable.
- 3) Has difficulty setting up power supply and bead is unacceptable.
- 2) Needs help setting up power supply and weld bead unacceptable.
- 1) Cant set up machine without help and cant make acceptable weld bead.
Self assessment- Students critique the welding per the AWS D1.1, acceptable weld bead profile.
- Students can critique themselves or each other using a scoring rubric on welding discontinuities.
Fidelity feedbackAssignment #4
Teaching and learning activities
1) Experiences
- Reading assignments
- On line research.
- Making a video about the subject.
- Hands on experience.
2) Information and ideas- AWS D1.1, structural welding code.
- AISC manual of steel construction
- Textbook
- Online research
3) ReflectingAssignment #5
Component parts integration:
Assignment #6
Course structure
1) Safety
2) power sources
3) electrode selection
4) joint preperation
5) Technique
6) Evaluation (feedback)
Assignment # 7/8
Course strategy